Music Learning Journey:
Y9: Popular Song
Year: 9
Set: Mixed
Overview of Unit
In this unit, pupils explore the genre of popular song, learning how different artists and groups have created different
musical arrangements of the same song. Pupils learn about different musical devices used in popular songs including
how the different structural elements are sequenced horizontally to produce the classic form of a popular song, as well
as how different textural layers combine vertically showing awareness of the different parts used in a popular song.
Pupils explore hooks and riffs and learn about their function within popular songs.
The unit
ends with a choice of pathways building on skills, knowledge
and understanding of learning
WALT
– Objectives
Resources:
during
unit
teachers
canand
choose
whether
pupils
spend the final two lessons composing their
 the
About
the–different
types
styles of
songs from
different
keyboards,
percussion
times, song
places or
andwhether
styles to allow pupils to perform their own Electronic
own popular
arrangement
of a popular
song

How
popular
songs
have
been
performed
in
different
instruments
and
ACCOMPANIMENT
–
from a wealth of options given.
arrangements by different groups and artists
About the importance of structure in popular songs
To create own popular song that uses structure,
instrumentation , lyrics, chords, melody and other features
learned about
 Learn about hooks and riffs and how these have been used in
popular songs
WILF – Outcomes
most students will be able to:
 Compare and contrast musicals changes that occur in two or
more arrangements of the same song
 Perform a song, as part of a group, in its original style with one
or two arrangements
 Recognise and understand the structure of a Popular Song
some students will not have made so much progress and will be able
to:
 Identify songs from different times and places.
 Identify different musical features in different arrangements of
a popular song
 Understand the importance of form and structure in a Popular
Song
 Take part in a group arrangement of a popular song singing the
melody line and performing the bass line textural layers
some students will have progressed further and will be able to:
Perform a song, as part of a group, in its original style with three
different arrangements showing awareness of manipulation of musical
features
 Use correct musical vocabulary to correctly sequence the
structure of a Popular Song – verse, chorus, intro, middle 8,
bridge, coda
 Perform the “bridge” or counter-melody parts as textural
layers of a Popular Song with an awareness of how different
textural layers add their own unique contribution to the
overall effect.
 Take on a leading role in a group performance performing the
“bridge” or counter-melody parts as textural layers with an
awareness of how different textural layers add their own
unique contribution to the overall effect.


music that accompanies a melody line. The
“backing”. ARRANGEMENT – piece of music
rewritten in a different way to the original, e.g.
changing the instrumentation, structure or mood.
Often called a “cover version”. BASS LINE – the
lowest pitched part of a song, often performed by
bass instruments such as the bass guitar;
provides the harmonies on which the chords and
melody are constructed BRIDGE/MIDDLE
EIGHT – a section of a popular song, often
instrumental occurring about two-thirds of the
way through before the final verse or final
repeats of the chorus before the coda. CHORD –
a group of two or more pitched notes played at
the same time. The choice of notes determines
the effect of the chord CHORUS – the part of a
song that is repeated identically after each verse
CODA – section that brings a piece of music to
an end (Italian for “tail”) COUNTER-MELODY – a
melody, often higher-pitched to the original, that
can be performed at the same time, often called
a “descant” EFFECT – the result or impact that
music has on the person listen to it. Can also
refer to a particular device e.g. reverb, echo,
distortion etc. FORM/STRUCTURE – the way in
which a piece of music is put together. Usually
created by organising or repeating different
sections in a particular order. HOOK/RIFF – a
special “catchy” musical phrase, rhythmic,
melodic or lyrical (or a combination) used in a
song to catch the listener’s attention and help
them to remember the song.
INSTRUMENTATION – the choice of
instruments or sounds used in a song, vocals
also count as an instrument! INTRO – the
opening section of a song or piece of music.
Comes before the first main section or verse 1
LINK – a short section of a song, often acting to
join sections together e.g. as a “lead in” to the
chorus LYRICS – the words or a song
Lesson Overview
Lesson 1:
Homework:
Starter – Brainstorm ‘Song’and listen to a variety of different songs.
Discuss overview of the unit/work to be done.
Main – Listen to different arrangements of the same song and see how
they differ. Teach students Frere Jaque and for them to arrange their
own version of the song.
Plenary – Class performances of arrangements
Keywords - tempo, dynamics, texture, ensemble, round, unison, Song,
Singing, Original, Cover Version, Arrangement, Style, Genre

Lesson 2:
Homework:
Starter – Power point questions based on previous lesson, picking up on
Elements of music keywords. Discuss structure of songs listen to songs
and use actions to describe the different sections of pop songs.
Main- Teach students the Bass Line to ‘Stand By Me’ discuss ostinato.
Add the chords.
Plenary – performances of arrangements so far peer assess
Keywords – Structure, Pitch, Timbre
Lesson 3:
Starter – Discussions about arrangement and ostinati used in pop songs
Main- Students to complete their own arrangements of Stand by me
Plenary – Record performances and peer assess.
Keywords – Structure, Pitch, Timbre, tempo, dynamics, texture,
ensemble, round, unison
Lesson 4:
Starter – Watch a version of Stand By Me on Youtube and discuss it.
Main- Watch back performances from last week and peer and self assess
give levels to students and how to improve.
Plenary – Create a class piece of Stand by Me
Keywords – Structure, Pitch, Timbre, tempo, dynamics, texture, ensemble,
round, unison
Learn the names and meanings
of Style, Genre, Arrangement,
Cover version and original.

Write down the structure of
your piece so far.
Lesson 5:
Homework:
Starter: Listening activity on Hooks and Riffs
Create a symbol and a sound
for next weeks lesson. Be
ready to perform at the start of
the next lesson
Main: Practice how to play “Praise you” Riff on the keyboards and create a
class piece of ‘Praise You’ with chords and vocals.
Plenary: Class Performance of ‘Praise You’
Keywords – Symbols, duration, pitch, dynamic Hooks, Riffs
Lesson 6:
Starter: Listen to Bitter Sweet Symphony Students should pick up the riff in
the piece and describe this as a hook.
Main: Practice and Perform Bitter Sweet Hooks and Riffs
Plenary: Hear some students performances and a card sort about the key
features of pop songs.
Lesson 7:
Homework:
Starter: Recap features of pop song
Evaluate own performance and
bring your writing to next
weeks lesson, with how to
improve.
Main: Students can either arrange a pop song or compose their own pop
song using the features discussed.
Plenary: Hear students performances so far
Lesson 8:
Starter: Pop song structure re cap
Main:Complete arrangements or compositions
Plenary: Evaluate and record group performances.